Classification of teachers' interaction behaviors in early childhood classrooms

This study investigated patterns of teachers' interaction behaviors in earl y childhood classrooms. Sixty-three child care teachers were rated on their use of eight interaction behaviors taken from the Teaching Styles Rating S cale (McWilliam, Scarborough, Bagby, & Sweeney, 1998). Using cluster analys is techniques, we identified four homogenous interaction clusters. One clus ter presented an average profile: The teachers in this group had average sc ores on all interaction behaviors compared to the other teachers in the stu dy. The teachers in a second cluster were characterized by high ratings on elaborating and low ratings on redirecting behaviors. A third cluster consi sted of teachers who where rated high on redirectings and low on all other behaviors, and the teachers in the fourth cluster received high ratings on nonelaborative behaviors. Cluster differences were found for teachers' educ ation; teachers' sensitivity, as measured by the Caregiver Interaction Scal e (Arnett, 1989); classroom quality, as measured by the Infant-Toddler Envi ronment Rating Scale (Harms, Cryer, & Clifford, 1990) or the Early Childhoo d Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 1998); group child engagement, as measured by the Engagement Check II (McWilliam, 1999); and center licensing level.